http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Positive Classroom Management in the Student Teaching Classroom
During the fall semester of 2011, I conducted a qualitative, action research addressing classroom management techniques and perspectives of dually certified (childhood and special education) student teachers. Although classroom management practices are researched frequently, examining student teachers classroom management practices is not a significant part of the current literature around classroom management. My study looked at how a cohort of four student teachers, who had all been prepared in positive proactive philosophies and strategies, attempted at various levels of success to make the leap from theory to practice in their student teaching classrooms. This case study illuminates the unexpected existence of a variety of variables that influence the seemingly obvious theory to practice link. As a researcher, it is vital that you remain open to the unexpected findings that are revealed and not be blinded by the expectations of how the study should be progressing and how the participants should be acting in the classroom. This case study exemplifies the unpredictability of qualitative action research and the revelations that can be revealed if the data analysis process is allowed the freedom to reveal unanticipated, yet telling, findings.